Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers / Mi N. PARK in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.80-89 Titre : Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Mi N. PARK, Auteur ; Emily E. MOULTON, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.80-89 Langues : Anglais (eng) Mots-clés : preschool;age;autism spectrum disorders;social;skills Index. décimale : PER Périodiques Résumé : The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum. En ligne : http://dx.doi.org/10.1177/10883576221110158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers [Texte imprimé et/ou numérique] / Mi N. PARK, Auteur ; Emily E. MOULTON, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.80-89. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.80-89 Mots-clés : preschool;age;autism spectrum disorders;social;skills Index. décimale : PER Périodiques Résumé : The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum. En ligne : http://dx.doi.org/10.1177/10883576221110158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1055-1063 Titre : Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Mi N. PARK, Auteur ; Robert L. KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.1055-1063 Langues : Anglais (eng) Mots-clés : Autism  Communication  Conversation  Self-management  Intervention Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner. En ligne : http://dx.doi.org/10.1007/s10803-013-1956-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Mi N. PARK, Auteur ; Robert L. KOEGEL, Auteur . - 2014 . - p.1055-1063. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1055-1063 Mots-clés : Autism  Communication  Conversation  Self-management  Intervention Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner. En ligne : http://dx.doi.org/10.1007/s10803-013-1956-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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